Components of personal readiness of children to school. The structure of psychological readiness for schooling

School readiness. Approaches to the definition.

Recently, the task of preparing children for schooling has occupied one of the important places in child psychology.

The successful solution of the tasks of developing the child's personality, increasing the effectiveness of training is largely determined by how correctly the level of preparedness of children for schooling is taken into account. In modern psychology, unfortunately, there is no single and clear definition of the concept of "readiness".

What do you think school readiness is?

L. I. Bozhovich: Readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's own cognitive activity and to the social position of the student.

A.I. Zaporozhets: School readiness is complete system interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc.

Readiness for schooling is a complex education that requires multilateral systemic psychological research.

Preparing children for school covers all areas of a child's life. Psychological readiness for school is just one aspect of preparing a child for school. But within this aspect, there are various tasks.

What do you think is psychological readiness for school?

Many psychologists are psychological readiness for schooling understand the need and enough level mental development of the child for the development of the school curriculum in the conditions of learning in a team of peers. The required level of actual development should be such that the training program falls into the “zone of proximal development” of the child. If the current level of the child's mental development is such that his zone of proximal development is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because. as a result of the discrepancy between his zone of proximal development and the required one, he will not be able to assimilate the program material and will fall into the category of lagging behind students.

What do you think are the components of school readiness?

School readiness has a multicomponent structure.

Among the components psychological readiness School education includes:

1. Psychomotor (functional readiness) - those transformations that contribute to an increase in his working capacity and endurance, greater functional maturity.

2. Intellectual readiness - the child must be able to highlight the essential in the phenomena of the surrounding reality, compare them, see similar and different, reason, find the causes of phenomena, draw conclusions. Intellectual readiness includes:

· A well-known stock of knowledge about the surrounding world, and not only their volume is important, but also their quality (correctness, clarity, generalization).

· Representations that reflect the essential patterns of phenomena related to different areas of reality.

Sufficient level of development of cognitive interests - interest in the new, in the very process of cognition.

· A certain level of development of cognitive activity, mental processes.

· The beginning of the formation of the arbitrariness of mental processes.

The development of speech, speech is closely related to intelligence and reflects how general development and the level of his logical thinking.

3. Emotional-volitional readiness - it includes:

arbitrariness of behavior

· Formation of the main elements of volitional action: setting a goal, making a decision, building an action plan, implementing it, showing a certain effort in case of overcoming an obstacle, evaluating the results of one's action.

· The beginning of the development of discipline, organization, self-control and other volitional qualities.

· A new character of children's emotionality in comparison with earlier ages.

· Positive emotional attitude, positive attitude towards school, teaching, and oneself.

4. Personal readiness. It can be described through the analysis of the motivational-required sphere and the sphere of self-awareness of the individual:

· Formation of readiness to accept a new "social position" - the position of a student who has a range of important duties and rights. It is expressed in the desire to become a schoolboy, as a result, the child forms the internal position of a schoolboy.

· Motivational readiness - subordination of motives, the presence of social and moral motives in behavior (sense of duty).

Formation of self-awareness and self-esteem.

5. Socio-psychological (communicative) readiness. This component of psychological readiness presupposes the formation of two age period forms of communication:

· Out-of-situation - personal communication with an adult, which forms the child's ability to listen carefully and understand him, perceive him as a teacher and take the position of a student in relation to him.

Communication with children, specific relationships with them.

1. Physiological readiness for school: the level of physical development, the level of biological development, the state of health, the state of the analyzer systems, the development of fine motor skills, the development of the main types of movements.

2. Psychological readiness for school.

Intellectual: stock of systemic knowledge, orientation in the environment, curiosity, speech development, memory development, imaginative thinking, sensory development;

· Personal and social: learning ability, sociability, tolerance, moral development, adequate self-esteem and level of claims;

Emotional-volitional: coordination of motives, efficiency, self-control, goal-setting, optimism, accuracy, motivation.

3. Special readiness for school: skills and abilities to read, write, count, draw, play music, dance, act, compose, design, engage in physical education and sports.

N. G. Salmina identifies as indicators of psychological readiness for school:

arbitrariness as one of the prerequisites learning activities; the level of formation of the semiotic function;

personal characteristics, including communication features;

Development of the emotional sphere and more.

Psychological readiness is the result of a child's development in preschool childhood. In other words, this is the level of development that a physically and mentally healthy child can achieve by the end of the preschool stage of life. This does not mean that a child should become a real schoolboy by the age of 6-7, on the contrary, it means that by given age he should be a mature preschooler, not a mature schoolboy. This implies that the future student must fully live his preschool childhood and make the most of the opportunities of this period of life for his development.

Thus, for the successful entry of a child into school life, he must be prepared for all components of psychological readiness for school.

For ease of understanding, let's conditionally represent psychological readiness for school in the form of a formula: Desire (“I want to study”) + opportunities (“I can learn”) = psychological readiness for school.

According to many leading domestic psychologists(A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.K. Markova), the preschool period is associated with the development and complication of the motivational sphere of the individual, with the emergence of socially valuable motives and their "subordination". "Motive", according to S.L. Rubinshtein, there is that "building" material from which the character is formed. Motives perform a dual function: firstly, they stimulate and direct human activity; secondly, they give activity a subjective character. And the meaning of activity is ultimately determined by its motives.

I. The origin of teaching motives

Learning motivation is a complex area of ​​behavior that depends on many factors. It is characterized not by a simple increase in a positive attitude towards learning, but, above all, by a complication of the structure of the entire motivational sphere of the individual. In cognitive motives, two levels are distinguished: broad educational motives aimed at the learning process, its content and result (they are manifested in the desire to go to school, in the desire to overcome difficulties, in general curiosity), and epistemological, aimed at ways of obtaining knowledge. .

II. Development of cognitive interests

Long before entering school, the child has a need for impressions, which causes a certain cognitive attitude to reality and contributes to the emergence of interest.

Interest refers to complex psychological phenomena, the nature of which is not clear enough. Many scientists were engaged in its study (B.G. Ananiev, M.F. Belyaev, L.I. Bozhovich). They considered cognitive interest as one of the forms of reflection of reality.

Intellectual School Readiness

Intellectual readiness for schooling is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child should have a certain breadth of ideas, including figurative and spatial, appropriate speech development, cognitive activity.

Many believe that it is intellectual readiness that is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the cause of many mistakes in preparing children for school.

In fact, intellectual readiness does not imply that the child has any specific formed knowledge or skills (for example, reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher level of psychological development, which ensures the arbitrary regulation of attention, memory, thinking, enables the child to read, count, solve problems “in his mind”, that is, in the internal plan.

An important aspect of intellectual development is the development of spatial representations and figurative thinking. This indicator underlies the development of children's lettering, the rules of addition and subtraction, as well as many other aspects of the educational content of classes in the first grade.

Another indicator of a child's intellectual development is the ability to focus on a system of signs. This indicator will allow you to identify how many signs a child can simultaneously take into account when performing a particular task. The ability to focus on a number of related features at the same time only develops by the beginning of schooling, but it is fundamentally important for the assimilation of educational content.

Another characteristic of intellectual abilities is the development of a sign-symbolic function.

This ability, like the previous one, is just beginning to form in primary school. The development of a sign-symbolic function is necessary for the assimilation of the concepts of number, sound-letter connections, in general, any abstract content.

And this name is connected with the fact that for normal development, children need to understand that there are certain signs (drawings, drawings, letters or numbers) that, as it were, replace real objects. You can explain to the child that in order to count how many cars are in the garage, it is not necessary to sort out the cars themselves, but you can mark them with sticks and count these sticks - substitutes for cars. To solve a more complex problem, you can invite children to build a drawing that could represent the condition of the problem and solve it based on this graphic image.

Gradually, such drawings - drawings become more and more conditional, since children, remembering this principle, can already, as it were, draw these designations (sticks, diagrams) in their minds, in their minds, that is, they have a "sign function of consciousness".

As a rule, only a very small number of children cope with diagnostic tasks that require the development of a sign-symbolic function. But those children who demonstrate its formation, of course, are more prepared to master the educational content.

In general, the group of indicators of intellectual development characterizes not only the mental operations that the child owns, but also whether he can effectively use them independently to solve various educational problems.

The development of a child's speech is closely related to intellectual development. A six-seven-year-old child should not only be able to formulate complex statements, but also understand well the meaning of various grammatical constructions in which explanations are formulated in the lesson, instructions for work are given, and have a rich vocabulary.

Emotional-volitional readiness

Volitional readiness is necessary for the normal adaptation of children to school conditions. The question here is not so much the ability of the children to obey, although it is also important to follow certain rules of the school routine, but the ability to listen, to delve into the content of what an adult is talking about. The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him. This requires that the child be able to focus on the instructions that he receives from the adult.

Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. The foregoing gives reason to believe that the will arises already at preschool age. Of course, the volitional actions of a preschooler have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings of desire.

The most important ability necessary for successful schooling is the arbitrariness of behavior.

The arbitrariness of behavior is the ability of a child to control his behavior, to organize his work. This ability comes in various forms.

Forms of arbitrariness

A - the ability to independently perform a sequence of actions.

B - reproduction of visual samples.

C - the child's ability to act on the oral instructions of an adult.

D - the ability to subordinate their actions to the rule.

Psychological studies of the formation of self-esteem in preschool age have revealed its great instability and inconsistency. R.B. Sterkina, having identified certain specifics in this process, considers:

general self-esteem, manifested in the assessment of one's own merits, when comparing oneself with others;

specific self-assessment of their capabilities in a particular type of activity;

dynamic self-assessment in the very process of activity in the form of a choice of tasks of a certain difficulty.

The development of self-esteem goes in the direction from dynamic through specific to general. The formation of this most important personality trait occurs under the influence of the assessment expressed by others, especially adults.

A child entering school must be mature in physiological and social relations, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the world around him, be able to plan his activities and exercise self-control. A positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important. Equally important are the skills speech communication, developed fine motor skills of the hand and visual-motor coordination. Therefore, the concept of “child readiness for school” is complex, multifaceted and covers all spheres of a child’s life.
The central components of a child's psychological readiness for school are:
- a new internal position of the student, manifested in the desire for a socially significant and socially valued activity;
- in the cognitive sphere, the sign-symbolic function of consciousness and the ability to replace, the arbitrariness of mental processes, differentiated perception, the ability to generalize, analyze, compare cognitive interests;
- in the personal sphere, arbitrariness of behavior, subordination of motives and volitional qualities;
- in the field of activity and communication: the ability to accept a conditional situation, learn from an adult, regulate one's activities.
Let's consider each of them.
The formation of the internal position of the student takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful moments of school and educational activities. The child highlights only the external, formal side, he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, there is an orientation towards social, although not strictly educational, aspects of activity. The fully formed position of a schoolchild includes a combination of orientation towards both social and actually educational moments of school life, although only a few children reach this level by the age of 7.
Thus, the inner position of the student is a subjective reflection of the objective system of the child's relations with the world of adults. These relations characterize the social situation of development with its outside. The internal position is the central psychological neoplasm of the crisis 7 years
The next important component of readiness is related to the development of the cognitive sphere of the child. Knowledge by itself is not an indicator of school readiness. Much more important is the level of development of cognitive processes and cognitive attitude to the environment, the child's ability to substitute, in particular to visual-spatial modeling (L.A. Wenger). The ability to use figurative substitutes rebuilds the mental processes of a preschooler, allowing him to mentally build ideas about objects, phenomena and apply them in solving various mental problems. By the end preschool age the child must have formed elements of arbitrary memory and the ability to observe, the ability to arbitrarily imagine and control their own speech activity.
In the personal sphere for schooling, the most significant are the arbitrariness of behavior, the subordination of motives, the formation of elements of volitional action and volitional qualities. The arbitrariness of behavior is manifested in various areas, in particular, in the ability to follow the instructions of an adult and act according to the rules of school life (for example, monitor one's behavior in class and recess, not make noise, not be distracted, not interfere with others, etc.). Behind the implementation of the rules and their awareness lies the system of relations between the child and the adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological instance (A.N. Leontiev), when they are carried out without the control of an adult. In addition, the child must be able to set and achieve goals, overcoming some obstacles, showing discipline, organization, initiative, determination, perseverance, independence.
In the field of activity and communication, the main components of readiness for schooling include the formation of the prerequisites for educational activity, when the child accepts a learning task, understands its conventionality and the conventionality of the rules by which it is solved; regulates its own activities on the basis of self-control and self-assessment; understands how to complete the task and shows the ability to learn from an adult.
So, the readiness of children for school can be determined by such parameters as planning, control, motivation, and the level of intelligence development.
1. Planning - the ability to organize your activities in accordance with its purpose:
low level - the child's actions do not correspond to the goal;
medium level - the child's actions partially correspond to the content of the goal;
high level- the child's actions are fully consistent with the content of the goal.
2. Control - the ability to compare the results of their actions with the goal:
low level - complete inconsistency of the results of the child's efforts with the goal (the child himself does not see this discrepancy);
average level - partial correspondence of the results of the child's efforts to the goal (the child himself cannot see this incomplete discrepancy);
high level - compliance of the results of the child's efforts with the goal, the child can independently compare all the results he receives with the goal.
3. Motivation of the doctrine - the desire to find the hidden properties of objects, patterns in the properties of the surrounding world and use them:
low level - the child focuses only on those properties of objects that are directly accessible to the senses;
middle level - the child seeks to focus on some generalized properties of the world around him - to find and use these generalizations;
high level - the desire to find the properties of the surrounding world hidden from direct perception, their patterns is clearly expressed; there is a desire to use this knowledge in their actions.
4. The level of development of intelligence:
low - inability to listen to another person, perform logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts;
below average - inability to listen to another person, errors in the performance of all logical operations in the form of verbal concepts;
medium - inability to listen to another person, simple logical operations (comparison, generalization in the form of verbal concepts) are performed without errors, in the performance of more complex logical operations - abstraction, concretization, analysis, synthesis - errors are made;
high - there may be some errors in understanding another person and in performing all logical operations, but the child can correct these errors himself without the help of an adult;
very high - the ability to listen to another person, to perform any logical operations in the form of verbal concepts.
So, we can assume that a child is not ready for school if he does not know how to plan and control his actions, the motivation for learning is low (it focuses only on the data of the sense organs), he does not know how to listen to another person and perform logical operations in the form of concepts.
A child is ready for school if he knows how to plan and control his actions (or strives for this), focuses on the hidden properties of objects, on the patterns of the world around him, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in the form of verbal concepts.
Once again, we note that psychological readiness for school is a complex formation, which implies a fairly high level of development of the motivational, intellectual spheres and the sphere of arbitrariness. Usually, two aspects of psychological readiness are distinguished - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's educational activity to be successful, and for his speedy adaptation to new conditions, painless entry into new system relations .

In modern psychological and pedagogical literature A. V. Zaporozhets, L. A. Venger, G. M. Lyakina, G. G. Petrochenko, T. V. Uruntaeva and others, the concept of readiness is defined as a multifaceted development of the child’s personality and is considered interrelated aspects: as "general, psychological readiness" and as "special readiness" to study at school. General readiness for school acts as the most important result long-term, purposeful educational and educational work of the kindergarten for the comprehensive education of preschoolers.

The general readiness for school is expressed in the achievement by the time the child enters school of such a level of mental, moral, volitional, aesthetic and physical development, which creates the necessary basis for the active entry of the child into the new conditions of schooling and conscious assimilation of educational material. General readiness is characterized by a certain level of mental development, which the child reaches by the time of the transition to schooling. The concept of psychological readiness summarizes the most important qualitative indicators of the mental development of a child entering the first grade from the standpoint of successful schooling.

All components of the child's psychological readiness for school provide the psychological prerequisites for the inclusion of the child in the class team, the conscious, active assimilation of educational material at school, and the fulfillment of a wide range of school duties.

Under the psychological readiness for school education is also understood the necessary and sufficient level of mental development of the child for mastering the school curriculum in the conditions of learning in a group of peers. The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. The "zone of proximal development" is defined by what a child can achieve in cooperation with an adult. Collaboration is understood very broadly: from a leading question to a direct demonstration of a solution to a problem.

If the current level of a child's mental development is such that his "zone of proximal development" is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because as a result of the discrepancy between his "zone of proximal development" required, he does not can learn the program material and immediately falls into the category of lagging students.

In Russian psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L. S. Vygotsky. So, L. I. Bozhovich singled out several parameters of a child’s mental development that most significantly affect the success of schooling: a certain level of the child’s motivational development, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The motivational plan was recognized as the most important.

A child ready for school wants to learn, both because he already has a need to take a certain position in human society, namely, a position that opens access to the world of adulthood (the social motive for learning), and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to environment, called the internal position of the student (8.67). L. I. Bozhovich gave this neoplasm a very great importance, believing that the internal position of the student can act as a criterion for readiness for schooling. It should be noted that it is the school that is the link between childhood and adulthood. And if a visit preschool institutions is optional, school attendance is strictly required, and children, when they reach school age, understand that school gives them access to adulthood. Hence, there is a desire to go to school in order to take a new place in the system. public relations. This, as a rule, explains the fact that children do not want to study at home, but want to study at school: it is not enough for them to satisfy only the cognitive need, they still need to satisfy the need for a new social status which they receive by joining educational process as a serious activity leading to a result that is important both for the child and for the adults around him.

The “internal position of the student”, which occurs at the turn of preschool and primary school age, allows the child to be included in the educational process as a subject of activity, which is expressed in the conscious formation and implementation of intentions and goals, or, in other words, the student’s arbitrary behavior.

D. B. Elkonin believed that voluntary behavior is born in the collective role play, allowing the child to rise to a higher level of development than playing alone. The collective corrects violations in imitation of the intended model, while it is still very difficult for the child to independently exercise such control.

There are other approaches to determining the psychological readiness of children for school, when, for example, the main emphasis is on the role of communication in the development of the child.

There are three areas: attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components learning activities (6.90).

It should be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is also an important factor, but on the level of development of intellectual processes, "... the child must be able to highlight the essential in the phenomena of the environment reality, to be able to compare them, to see similarities and differences; he must learn to reason, find the causes of phenomena, draw conclusions" (6.93). For successful learning, the child must be able to highlight the subject of his knowledge.

In addition to these components of psychological readiness for school, is there an additional one? speech development. Speech is closely related to intelligence and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, that is, he must have developed phonemic hearing.

Special readiness for school is a necessary addition to the general, psychological readiness of the child for schooling. It is determined by the presence of the child's special knowledge, skills and abilities that are necessary for the study of such subjects as mathematics and the Russian language. Intensive work carried out in kindergarten on the formation of elementary mathematical concepts in children, on the development of speech and preparation for the development of literacy, provides the necessary level of special readiness for children to study at school.

Moral-volitional readiness to study at school is expressed in the achievement by the end of preschool childhood of a child of such a level of development of moral behavior, will, moral feelings and consciousness, which allows him to actively take a new social position and build his relationship with the teacher and classmates on a moral basis. . The content of moral and volitional readiness for school is determined by those requirements for the personality and behavior of the child, which are determined by the position of the student. These requirements literally from the first days of schooling put the student in front of the need to independently and responsibly fulfill their educational duties, to be organized and disciplined, to arbitrarily manage their behavior and activities, to strictly observe the rules of a culture of behavior in relationships with the teacher and students, to carefully and carefully treat school students. accessories. Preparation for the fulfillment of these high requirements is promisingly carried out in the process of long-term, purposeful educational work with preschoolers in kindergarten and in the family.

Moral-volitional readiness is manifested in a certain level of development of the personal behavior of an older preschooler. Indicative in this respect is the child's ability to voluntarily control his behavior, which develops during preschool age: the ability to consciously follow the rules or requirements of the educator, inhibit affective urges, persevere in achieving the goal, the ability to complete the right job, contrary to an attractive, but distracting goal, etc. The basis for the development of the arbitrariness of the behavior of the future student is formed by the end of preschool age, the hierarchy of motives, their subordination. The subordination of motives is connected with an effort of will, with a conscious overcoming by an older preschooler of his momentary desires for the sake of a morally significant goal. Naturally, at preschool age, the child's behavior is not yet marked by a constantly high degree of voluntariness, but it is important that during this period a mechanism of voluntary behavior is formed that ensures the transition to a new type of behavior at school. Significant for the formation of moral and volitional readiness for school are also such features of the personal behavior of an older preschooler as independence, organization and discipline.

Closely related to independence, organization and discipline of behavior are expressed in the purposefulness of the child's behavior, in the ability to consciously organize their activities in accordance with the rules adopted in kindergarten, in the ability to achieve the result of activities and control it, to coordinate their behavior with the actions of other children, to feel personal responsibility for your actions. The presence of these traits in the behavior of older preschoolers confirms the formation of moral and volitional readiness for school.

Moral-volitional readiness for school is also characterized by a certain level of development of the child's moral feelings and consciousness. The most indicative in this regard are the understanding by children of the social significance of moral behavior, the development of the ability to self-evaluate their actions, the formation of a sense of responsibility, justice, the foundations of humanistic and elements of civic feelings. Developing moral feelings and elements of moral self-awareness ensure the child's emotional "acceptance" of a new socio-psychological position of the student, understanding the importance of fulfilling school duties. They constitute the fundamental basis for the subsequent formation in students of a sense of personal responsibility for their educational work in front of loved ones and the whole country.

The composition of moral-volitional readiness also includes a set of qualities that express the attitude of a preschooler to work. This is a desire to work, a sense of satisfaction from a job well and accurately done, respect for the work of others, mastering the necessary labor skills. For the future student, the skills of self-service work are of particular importance? the ability to dress neatly on their own, monitor the condition of their belongings, school supplies, the ability to eliminate individual problems in clothes and shoes without a reminder from the outside (sew on a button, wash a handkerchief, clean shoes, etc.).

Thus, the moral-volitional readiness of the child for school acts as a certain result of his moral-volitional development in the first seven years of life. It covers the most important traits of a child’s personality and behavior from the point of view of schooling, which together constitute the necessary prerequisites for the child’s adaptation to school conditions, the responsible fulfillment of new duties, and the formation of a moral attitude towards the teacher and students. Moral-volitional readiness is inextricably linked with the intellectual and physical readiness of the child for schooling.

The first days of school are difficult for all children. An unusual mode, trying to complete the teacher's tasks as best and as quickly as possible can even cause a child to lose weight. Children get used to school in very different ways. Some adapt already during the first quarter and successfully study without compromising their health. For other children, the process of getting used to school is delayed for more long time often for the entire academic year.

Very important is the ability to reduce certain time high motor activity, the ability to maintain a working posture. And for the development of writing and drawing, the development of small muscles of the hand, coordination of finger movements are necessary.

Personal readiness also implies a certain attitude towards oneself. To master learning activities, it is important that the child is able to adequately relate to the result of his work, to evaluate his behavior. If the child's self-esteem is overestimated and not differentiated, which is typical for a preschooler (he is sure that he is "the best", that his drawings, crafts, etc. are "the best"), about personal readiness talking to school is illegal.

With admission to school, the child begins the systematic study of science. It requires a certain level of cognitive development. The child must be able to take a point of view different from his own in order to acquire objective knowledge about the world that does not coincide with his immediate worldly ideas. He must be able to distinguish in the subject of its individual aspects, which is an indispensable condition for the transition to subject-based learning.

Intellectual readiness also implies the presence of a child's mental activity, rather broad cognitive interests, and the desire to learn something new.

Psychological readiness for school? this is a complex formation, which is an integral system of interrelated qualities: motivation features, the formation of mechanisms for arbitrary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. The development of all these qualities in their unity to a certain level that can ensure the development school curriculum, and constitutes the content of psychological readiness for school.

One of critical components mental development during preschool childhood is the child's psychological readiness for schooling. Preparing children for school is a multifaceted task, covering all areas of a child's life.

Under the psychological readiness for school is understood the necessary and sufficient level of mental development of the child for the development of the school curriculum in the conditions of training in a group of peers.

Kulagina I.Yu. identifies two aspects of psychological readiness - personal (motivational) and intellectual readiness for school, which are manifested in the development of motivational, voluntary, intellectual and speech spheres. Both aspects are important for the child's educational activity to be successful, as well as for his rapid adaptation to new conditions, painless entry into a new system of relations.

In theoretical works Bozhovich L.I. the main emphasis was placed on the importance of the motivational sphere in shaping the child's personality. Psychological readiness for school was considered from the same positions, that is, the motivational plan was recognized as the most important. Two groups of learning motives were distinguished:

· broad social motives for learning, or motives associated "with the child's needs in communicating with other people, in their assessment and approval, with the desires of the student to take a certain place in the system of social relations available to him";

· motives directly related to educational activities, or "the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge".

A school-ready child wants to learn both because he wants to take a certain position in human society, namely a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called Bozhovich L.I. "internal position of the schoolboy". This neoplasm Bozhovich L.I. attached great importance, believing that the "internal position of the student" can act as a criterion for readiness for schooling.

It is necessary to single out and consider the main components of psychological readiness for schooling.

Physical readiness. The concept of " physical development” and “physical fitness” are often confused, therefore it should be noted that physical fitness is the result of physical fitness achieved when performing motor actions necessary for mastering or performing a certain activity by a person. Optimal physical fitness is called physical readiness.

Parents and educators are certainly interested in school success child. These successes largely depend on the readiness of the body for systematic learning, the readiness of mental processes and the readiness of the individual. The readiness of the body is determined by morphological and functional development. If the child is physically weak, it will be difficult for him to maintain his posture while sitting at his desk, it will be difficult to work in the lesson due to rapid fatigue. For mastering writing, the development of small muscle groups is important. In addition, the child should also have developed large muscle groups, basic motor skills in running, jumping, climbing, throwing, etc. This will help him control his body by participating in games, competitions, interactions with friends.

Motivational readiness. Motivational readiness implies an attitude to educational activities as a socially significant matter and the desire to acquire knowledge. The prerequisite for the emergence of these motives is the general desire of children to go to school and the development of curiosity.

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position.

Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The child's personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist.

mental readiness. Mental readiness is the achievement of a sufficiently high level of development of cognitive processes (differentiated perception, voluntary attention, meaningful memorization, visual-figurative thinking, the first steps towards mastering logical thinking) .

By the senior preschool age, children acquire a certain outlook, a stock of specific knowledge, master some rational methods of examination external properties items. Preschoolers can understand the general connections, principles and patterns that underlie scientific knowledge. The logical form of thinking, although accessible, is not yet characteristic of him. Even acquiring the features of generalization, his thinking remains figurative, based on real actions with objects and their substitutes. higher forms visual-figurative thinking are the result of the intellectual development of a preschooler.

Intellectual readiness for school also implies the formation of certain skills in the child. First of all, they include the ability to single out a learning task and turn it into an independent goal of activity. Such an operation requires from the child entering school the ability to be surprised and look for the reasons for the similarities and differences of objects he noticed, their new properties.

Intellectual readiness also implies the formation of the child's initial skills in the field of educational activities, in particular, the ability to single out a learning task and turn it into an independent goal of activity. Summarizing, we can say that the development of intellectual readiness for learning at school involves:

· differentiated perception;

Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);

· rational approach to reality (weakening of the role of fantasy);

· logical memorization;

interest in knowledge, the process of obtaining it through additional efforts;

· mastery of the ear colloquial speech and the ability to understand and apply symbols;

development of fine hand movements and hand-eye coordination.

Curiosity should be developed, the desire to learn new things, a fairly high level sensory development, as well as developed figurative representations, memory, speech, thinking, imagination, i.e. all mental processes.

Emotional readiness. Volitional readiness - the child's ability to act in accordance with the model and exercise control by comparing it with it as a standard (the sample can be given in the form of actions of another person or in the form of a rule).

Emotional-volitional readiness is considered formed if the child is able to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops the arbitrariness of psychological processes.

Already at preschool age, the child is faced with the need to overcome the difficulties that arise and to subordinate his actions to the set goal. This leads to the fact that he begins to consciously control himself, control his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that the will arises already at preschool age. Of course, volitional actions of preschoolers have their own specifics: they coexist with unintentional, impulsive actions that arise under the influence of situational feelings and desires.

By the beginning of schooling in a child, the processes of excitation predominate over the processes of inhibition. The regulatory function of the will is manifested in the activation and inhibition of the child's activity. A child of preschool age should be formed such concepts as "necessary", "possible", "impossible". It is necessary to put away the toys, brush the teeth, make the bed - all this is a stimulating, activating function of the will. You can’t scatter things, watch TV after 9 pm - these verbal influences of parents are aimed at braking motor activity child. “It is possible” forms in the mind of a preschooler the rules of behavior, on the basis of which the formation of such important properties personality, as discipline and responsibility: "You can go for a walk after you put away the toys (at primary school age - you will learn the lessons)".

Many preschoolers have strong-willed qualities that allow them to successfully perform various tasks. Children are able to set a goal, make a decision, outline a plan of action, make a certain effort to overcome an obstacle, evaluate the result of their action. In order for a child to develop volitional qualities, an adult must organize his activities, remembering that volitional action directly depends on the difficulty of the task and the time allotted for its implementation.

Willingness to communicate. Communicative readiness - the presence of arbitrarily-contextual communication with adults and cooperative-competitive with peers.

Necessary condition The formation of a harmoniously developed personality is the interaction of subjects, in which there is an exchange of rational and emotional information, activities, experience, knowledge, skills and abilities. Communication mediated by speech, acting, on the one hand, as a condition for the harmonization of the individual, is at the same time both a means of achieving the goals of the individual and a way of his life.

The problem of developing the ability to communicate has become especially in demand by society today, when higher requirements are placed on the personality of a graduate of a preschool educational institution as a personality of a future first-grader of a new type of school, in which education is conducted according to intensive programs. One of the main claims made by the school to the quality of the child's preparation in the preschool educational institution is the student's inability to express his thoughts in words, his inability to convey the existing knowledge verbally.

This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are engaged in a common cause, and he needs to have sufficiently flexible ways of establishing relationships with other people, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a student in a situation of schooling.